Search results

1 – 10 of over 11000
Article
Publication date: 20 December 2022

Klodiana Kolomitro, Jenna Inglese, Denise Stockley, Jill Scott and Madison Wright

In 2010, the Ontario Universities Quality Assurance Council was established and became responsible for monitoring the quality of university programs, and each university was…

Abstract

Purpose

In 2010, the Ontario Universities Quality Assurance Council was established and became responsible for monitoring the quality of university programs, and each university was tasked with establishing institutional quality assurance purposes. The purpose of this study is to evaluate the effectiveness of the quality assurance process at facilitating change at one Canadian institution.

Design/methodology/approach

To better understand the impacts of quality assurance, the authors analyzed 39 self-study documents, which were completed for all academic programs at Queen’s University. Focus groups were also conducted with key stakeholders to gain more insights into the institutional change that resulted from completing these self-studies.

Findings

After the analysis of the self-studies and focus groups, three themes emerged as impacts of completing self-studies: teaching and learning, identity and collaboration and resource allocation and strategic planning. This study demonstrates that self-studies completed by departments have value beyond simply meeting the provincial mandate, as they are effective in catalyzing positive institutional change.

Research limitations/implications

The self-study documents were created for the purpose of institutional quality assurance process, not this research study, therefore limiting the data that could be collected.

Practical implications

Four considerations are provided at the end of this study to spark conversations at other institutions when reviewing and assessing the impact of their quality assurance processes.

Originality/value

To the best of the authors’ knowledge, this is the first time self-studies have been analyzed to evaluate the quality assurance process.

Details

Quality Assurance in Education, vol. 31 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 19 April 2013

Noha Elassy

This paper aims to create a theoretical model of student involvement in the institutional quality assurance process at their universities.

2604

Abstract

Purpose

This paper aims to create a theoretical model of student involvement in the institutional quality assurance process at their universities.

Design/methodology/approach

The model suggested in this paper was created and developed from a critical examination of relevant literature on stakeholder involvement in decision making and quality assurance processes, regarding different disciplines.

Findings

This paper presents a theoretical model of student involvement in the institutional quality assurance with its diminutions, categories and 20 rungs of student activities. It suggests a definition of student involvement term, regarding participating in the quality assurance process at higher education institutions. The importance of involving students in quality assurance procedures has been discussed. The paper provides some international experiences about student involvement in institutional QAP depending on the categories of student involvement activities that were suggested in the theoretical model.

Originality/value

The paper reveals a comprehensive model of student involvement that allows a full understanding of the extent and nature of the activities which higher education students undertake when they involve themselves in the quality assurance process at their institution.

Details

Quality Assurance in Education, vol. 21 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 6 July 2015

Daniel W. Lang

The purpose of this paper is to discuss how the province over time has addressed problems that are generic to many jurisdictions in assuring quality: level of aggregation…

Abstract

Purpose

The purpose of this paper is to discuss how the province over time has addressed problems that are generic to many jurisdictions in assuring quality: level of aggregation, pooling, definition of new and continuing programs, scope of jurisdiction, role of governors, performance indicators, relationship to accreditation, programs versus credentials, benchmarking and isomorphism. The paper will pay particular attention to the balance between institutional autonomy in promoting quality and innovation in contrast to system-wide standards for assuring quality. The Province of Ontario has had some form of quality assurance since 1969. For most of the period since then, there were separate forms for undergraduate and graduate programs. Eligibility for public funding is based on the assurance of quality by a buffer body. In 2010, after two years of work, a province-wide task force devised a new framework.

Design/methodology/approach

The structure of the paper is a series of “problem/solution” discussions, for example, aggregation, pooling, isomorphism and jurisdiction.

Findings

Some problems are generic, for example, how to define a “new” program. Assuring quality and enhancing quality are fundamentally different in terms of process.

Research limitations/implications

Although many of the problems discussed are generic, the paper is based on the experience of one jurisdiction.

Practical implications

The article will be useful in post-secondary systems seeking to balance autonomy and innovation with central accountability and standardization. It is particularly applicable to undifferentiated systems.

Social implications

Implications for public policy are mainly about locating the most effective center of gravity between assuring quality and enhancing quality, and between promoting quality and ensuring accountability.

Originality/value

The approach of the discussion and analysis is novel, and the results portable.

Details

Quality Assurance in Education, vol. 23 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 19 June 2019

Abdulai Abukari and Solomon David

This paper aims to critically examine the quality of professional doctorates (PDs) from the perspective of programme supervisors in terms of how quality assurance provisions have…

Abstract

Purpose

This paper aims to critically examine the quality of professional doctorates (PDs) from the perspective of programme supervisors in terms of how quality assurance provisions have to meet their expectations.

Design/methodology/approach

The study employed an interpretative approach, using semi-structured interviews and online semi-structured questionnaire to generate data from 25 programme supervisors across universities in the UK. Data analysis and interpretation were carried out using the interactive data analysis approach (Miles and Huberman, 1994), the “bottom–up” approach to data analysis (Creswell, 2012) and the interpretative strategy recommended by Mason (2002). Four themes emerged from the data that encapsulated programme advisors’ perspectives: characteristics of supervisors; opportunities in institutional quality assurance provision; challenges in quality assurance process for PDs; and supervisors’ views on how quality assurance in PD can be enhanced.

Findings

Quality assurance provisions have not adequately provided for the unique characteristics of PDs owing to a number of issues including lack of clarity on the philosophy and focus of PDs and conflicting perspectives among PD supervisors relating to what should ideally constitute a quality assurance process for PDs. This paper argues that to develop a relevant and robust quality assurance provision for PDs, it would be essential to ensure that the PD fundamental philosophy and focus are coherently explained. In addition, it is crucial to ensure that quality assurance provisions cover not only the academic rigor of higher level learning but also the value and potential impact of outcomes on practice and the professions. The paper also highlights a list of useful suggestions from supervisors on how to enhance quality assurance.

Research limitations/implications

The research identifies a number of issues confronting quality assurance in PDs and the need for academics and policymakers to work together to deal with these to achieve the full value in PDs. As the research was based on a sample of 25 supervisors in a conference, it would be difficult and unsustainable to generalise. Hence, further research using large sample sizes of supervisors and other stakeholders based on whole programmes would be useful to achieve a sustained understanding of how quality assurance provisions of PDs have to meet expectations of the professions and professional contexts.

Practical implications

To get the practical value and benefits of PDs, all stakeholders (academics, policymakers and professionals) would need to work together to ensure that appropriate quality assurance processes are developed to reflect the unique nature of the programmes.

Originality/value

The paper provides a critical perspective to the current debate on quality assuring PDs from the perspective of PD supervisors who have generally been left out. It highlights issues related to quality assuring PDs, the misalignment between quality assurance provisions and the philosophy and expectations of PDs, and suggests ways through which these can be appropriately addressed to enhance quality assurance in PDs. The main contribution from this research is that it brings to the fore what supervisors, who are a part of the major players in the PD process, think about the current state of quality assurance and what can be done to make it more effective.

Details

Quality Assurance in Education, vol. 27 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 17 June 2021

Jovan F. Groen

This paper aims to examine graduate student learning experiences and perceptions of quality and the extent to which these learners were living the intended experiences that…

Abstract

Purpose

This paper aims to examine graduate student learning experiences and perceptions of quality and the extent to which these learners were living the intended experiences that academic programs are seeking to foster.

Design/methodology/approach

Using a multiple case-study design, a three-stage interview protocol used with six PhD candidates across three faculties as well as 25 institutional, provincial and national documents served as principal sources of data. A within-case analysis was performed for each case and compared via a cross-case analysis.

Findings

The four principal factors that characterized the PhD candidate learning experience emerged as the significance of intentional individualized guidance; the importance of social interactions and community; becoming an independent scholar; and the transformative nature of learning. Gaps were identified between institutional intent and the learner experience. Recommendations are made regarding the adoption of indicators of quality that focus on student learning and notions of transformation.

Originality/value

This investigation attempts to tell distinct and shared stories of the highly contextualized and complex phenomenon of quality in PhD student learning. With limited information regarding how programmatic development is lived by students, this study’s comparison of institutional characterizations and student perceptions of quality sheds light on existing strengths to leverage, and gaps to invest in, at the institutional and program levels.

Details

Quality Assurance in Education, vol. 29 no. 2/3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 30 December 2019

Daniel A. López, Maria J. Rojas, Boris A. López and Oscar Espinoza

The purpose of this study is to analyze the relationship between quality assurance, the traditional a priori approach, and a more recently developed empirical classification of…

Abstract

Purpose

The purpose of this study is to analyze the relationship between quality assurance, the traditional a priori approach, and a more recently developed empirical classification of universities, as a means of assessing whether the different classification systems fulfill their original purpose. The study analyzes Chilean university classifications because they have been used in setting up higher education public policies.

Design/methodology/approach

The existing classifications of Chilean universities were identified in the literature. Researchers determined categories, criteria and/or indicators used, as well as their main purposes as described by the authors of the classifications. All the criteria and indicators identified were directly related to the quality of academic activities and to the results of the university accreditation processes. The institutional accreditation outcomes and variables were studied using univariate and multivariate statistical analysis.

Findings

The a priori approach proved to be consistent with the results of institutional quality assurance, despite of the variability in individual performances. The empirical systems, however, do not show any contribution to the improvement of public policies in higher education. The results clearly show that classifications based on performance do not necessarily ensure improvements in institutional quality.

Originality/value

To the authors’ knowledge, this analysis is the first study of the relationship between university classification and quality assurance. The growing number of proposals for different empirical classifications in Chilean universities is evidence of institutional diversity only. However, the classification designs did not respond to purposes such as public policies improvements and other expected results from these instruments.

Details

Quality Assurance in Education, vol. 28 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 17 May 2022

Daniel A. López, Oscar Espinoza, María J. Rojas and Mirta Crovetto

This study aims to review processes of accreditation for Chilean Universities. Along with cataloguing evolutionary milestones, the study analyses effects at the institutional and…

Abstract

Purpose

This study aims to review processes of accreditation for Chilean Universities. Along with cataloguing evolutionary milestones, the study analyses effects at the institutional and program levels.

Design/methodology/approach

The study adopts a meta-evaluative approach and is based on secondary information sources, including both specialised publications and national databases, regarding the expansion of institutions, programs and enrolment, as well as the results of accreditation processes.

Findings

University quality assurance reflects developments in economic policies, and supply and demand. Progressive consolidation of the national system has had positive effects on the management and development of universities, but the implementation of quality assurance has brought some problems. A traditional classification of universities into customary categories is predictive of the results of accreditation. The variable of administrative compliance is more important than a culture of quality in explaining the results of institutional and program accreditation.

Originality/value

This review identifies advances, limitations and challenges in the improvement and assurance of quality of Chilean Universities and their programs. This is an unprecedented metanalysis of studies concerning the evolution of accreditation processes and will inform future practice.

Details

Quality Assurance in Education, vol. 30 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 15 August 2004

Malivan Praditteera

The academic library is an important component of any university and is responsible for providing academic and research support to all members of the university community. At…

Abstract

The academic library is an important component of any university and is responsible for providing academic and research support to all members of the university community. At present, higher education institutions in Thailand are trying to evaluate and improve their quality by implementing quality assurance models/mechanisms. Libraries, as critical supporting organizations in these institutions, also need to improve their quality. As a service organization, academic libraries are faced with the need to satisfy their clientele and to measure and evaluate their services. There is a need, therefore, for librarians to take positive steps to insure that their clients receive quality services.

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-84950-284-9

Article
Publication date: 7 April 2015

Daniel A. López, Maria J. Rojas, Boris A. López and Daniel C. López

The purpose of this paper is to conduct a quantitative analysis of the university accreditation processes in Chilean universities. The aim is to determine the effects of the…

Abstract

Purpose

The purpose of this paper is to conduct a quantitative analysis of the university accreditation processes in Chilean universities. The aim is to determine the effects of the different variables, especially the type of institutions (state- and privately owned, with and without state financial support) on the results obtained.

Design/methodology/approach

Univariate and multivariate statistical analysis of official data.

Findings

Results indicate consistency in the accreditation processes in Chilean universities, as those variables directly associated with the processes accounted for approximately 70 per cent of the variation in the length of accreditation periods (between 0 and seven years), these variables being the ones that defined the type of universities. High dispersion was found in six state-owned universities that behaved as if they were private universities and in two private universities that behaved as if they were state universities. However, a high percentage of the universities included in the analysis maintained their affiliation to their corresponding legal group, when their performance in accreditation processes was analyzed.

Originality/value

The results of the university accreditation processes in Chile have been the focus of a intense debate due to the legal and economic conflicts between the different types of universities. This study constitutes the first scientific analysis of the results of these processes, especially in terms of the performance of the different types of universities, thus enabling a better interpretation of the results. This information is useful not only in the terms of the legal reforms that are being carried out in Chile, but they also help the understanding of the processes of accreditation of higher education in other Latin American countries.

Details

Quality Assurance in Education, vol. 23 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 3 July 2017

Lynne Bowker

This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a…

Abstract

Purpose

This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach.

Design/methodology/approach

The paper describes two Canadian graduate programs that are subject to both external professional accreditation and institutional cyclical reviews, as they underwent an aligned review. The process was developed as a collaborative effort between the academic units, the professional associations and the university’s graduate-level quality assurance office. For each program, a single self-study was developed, a single review panel was constituted, and a single site visit was conducted. The merits and challenges posed by the alignment process are discussed.

Findings

Initial feedback from the academic units suggests that the alignment of accreditation and program reviews is perceived as reducing the burden on programs with regard to the time and effort invested by faculty, staff and other stakeholders, as well as in terms of financial expenses. Based on this feedback, along with input from reviewers and program evaluation committee members, 14 recommendations emerged for ways in which an aligned review process can be set up for success.

Practical implications

The results suggest that aligned reviews are not only resource-efficient but also allow reviewers to provide more holistic feedback that faculty may be more willing to engage with for program enhancement.

Originality/value

The present study contributes to the existing body of knowledge about conducting aligned reviews in response to external accreditation requirements or institutional needs. It summarizes the potential benefits and limitations and offers recommendations for potential best practices for carrying out aligned reviews for policymakers and practitioners.

1 – 10 of over 11000